Vocabulary learning is a dominant feature of language acquisition. Students and teachers alike know that many of the reading comprehension breakdowns experienced by students involve word recognition and lexical access. This review is an attempt to broaden knowledge of the relationship between vocabulary and reading comprehension performance.
Authors: Soodeh Hamzehlou Moghadam, Zaidah Zainal, & Mahsa Ghaderpour
Source: Moghadam, S.H., Zainal, Z., & Ghaderpour, M. (2012). A review on the important role of vocabulary knowledge in reading comprehension performance. Procedia – Social and Behavioral Sciences, 66, 555-563. DOI: 10.1016/j.sbspro.2012.11.300
Vocabulary learning is a dominant feature of language acquisition. Students and teachers alike know that many of the reading comprehension breakdowns experienced by students involve word recognition and lexical access. This review is an attempt to broaden knowledge of the relationship between vocabulary and reading comprehension performance.
Defining vocabulary knowledge
Significance of vocabulary learning
Summary
The present study introduces reading as problem SOLVing (RESOLV), a theoretical model to account for readers’ construction and management of goals during text comprehension and use. The data supports the view that reading decisions and processes are guided by readers’ perceptions and attributions regarding the task statement as well as more implicit cues from the reading context.
Authors: Jean-Francois Rouet, M. Anne Britt, & Amanda M. Durik
Source: Rouet, J.-F., Britt, M.A., & Durik, A.M. (2017) RESOLV: Readers’ Representation of Reading Contexts and Tasks, Educational Psychologist, 52(3), 200-215, DOI: 10.1080/00461520.2017.1329015
The present study introduces RESOLV, a theoretical model to account for readers’ construction and management of goals during text comprehension and use. Using RESOLV, it is assumed that readers construct two types of mental models prior to reading: the context model and the task model. First, the RESOLV model is represented and two core hypotheses are articulated. Then, evidence supporting these hypotheses is presented and discussed. The data supports the view that reading decisions and processes are guided by readers’ perceptions and attributions regarding the task statement as well as more implicit cues from the reading context.
The role of goals and standards in reading
Standards of coherence theory
The COPES model
Defining the RESOLV model
Assumptions
Overview
Context model
Task model
Hypotheses derived from the RESOLV model
Empirical evidence for the hypotheses
Summary
This study examined the quantity and quality of caregiver input longitudinally with a sample of 50 parent-child dyads. The aim was to determine which aspects of input for children aged 18, 30, and 42 months contribute most to vocabulary skill throughout early development when measured at ages 30, 42, and 54 months. Results show that additional variation in later vocabulary ability can be explained by controlling for socioeconomic status, input quantity, and children’s previous vocabulary skill, by using a diverse and sophisticated vocabulary with toddlers, and by using decontextualised language (such as narrative) with pre-school-age children.
Author: Meredith L. Rowe
Source: Rowe, M.L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83(5), 1762-1774. DOI: 10.1111/j.1467-8624.2012.01805.x
This study examined the quantity and quality of caregiver input longitudinally with a sample of 50 parent-child dyads. The aim was to determine which aspects of input for children aged 18, 30, and 42 months contribute most to vocabulary skill throughout early development when measured at ages 30, 42, and 54 months. Results show that additional variation in later vocabulary ability can be explained by controlling for socioeconomic status, input quantity, and children’s previous vocabulary skill, by using a diverse and sophisticated vocabulary with toddlers, and by using decontextualised language (such as narrative) with pre-school-age children.
The study
The goal of the present study was to examine parents’ use of sophisticated vocabulary and decontextualised language with their children to determine whether these input quality measures can explain children’s subsequent vocabulary skill over and above the quantity of input to which children are exposed.
Research questions:
Participants were 50 children and their primary caregivers. One of the primary caregivers is a father and the rest are mothers. The average education level of the primary caregivers is 15.8 years. The home visits used in this study were conducted at 18, 30, 42, and 54 months of age.
Findings
Summary
This review led to four major findings, as follows: in almost all cases, teaching of word meanings supported comprehension of text containing the target words; instruction that focused on some active processing was typically more impactful than a definition or a dictionary method for supporting comprehension of text containing target words; there is very limited evidence that direct teaching of word meanings can improve generalised comprehension; and there is currently no empirical evidence that instruction in one or two strategies for identifying word meanings will impact generalised comprehension.
Authors: Tanya S. Wright & Gina N. Cervetti
Source: Wright, T.S. & Cervetti, G.N. (2016). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226. DOI: 10.1002/rrq.163
This study comprised a systematic review of vocabulary interventions with comprehension outcomes. Analyses of 36 studies that met criteria are organised according to type of comprehension measure and type of intervention. The review led to four major findings: in almost all cases, teaching of word meanings supported comprehension of text containing the target words; instruction that focused on some active processing was typically more impactful than a definition or a dictionary method for supporting comprehension of text containing the target words; there is very limited evidence that direct teaching of word meanings can improve generalised comprehension; and there is currently no empirical evidence that instruction in one or two strategies for identifying word meanings will impact generalised comprehension.
Hypotheses about the relationship between vocabulary and comprehension
The study
This study reviewed research about vocabulary interventions that may impact comprehension.
The goals of this study were:
The data
The review consisted of 36 vocabulary intervention studies with passage comprehension as outcomes.
Findings
Implications
This paper presents a review of high-quality empirical studies on book-reading practices in early childhood that have resulted in an increase in child vocabulary. Findings reveal that six strategies are consistently implemented throughout the studies, as follows: reading and re-reading texts, explicitly defining words, encouraging dialogue about book-related vocabulary through questions and discussion, re-telling, using props, and engaging children in post-reading activities.
Authors: Barbara A. Wasik, Annemarie H. Hindman, & Emily K. Snell
Source: Wasik, B.A., Hindman, A.H., & Snell, E.K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39-57. http://dx.doi.org/10.1016/j.ecresq.2016.04.003
This paper presents a review of high-quality empirical studies on book-reading practices in early childhood that have resulted in an increase in child vocabulary. Various aspects of effective book reading are examined. Findings reveal that six strategies are consistently implemented throughout the studies. These are reading and re-reading texts, explicitly defining words, encouraging dialogue about book-related vocabulary through questions and discussion, re-telling, using props, and engaging children in post-reading activities. This review identifies critical remaining questions about how to optimise vocabulary learning through book reading that require systematic investigation to inform effective practice.
Strategies for word learning
Benefits of book reading
The study
In this study, literature about book-reading and vocabulary development is reviewed. Five critical dimensions of the studies were identified: contexts in which the book reading was conducted, selection and nature of the words taught, measurement of word exposure, interventions strategies, and outcome measures and findings.
Research questions:
Methods
The review included 31 articles covering 36 studies.
Findings
Implications
In this article, myths about computer games are debunked and guidelines are presented from which students may derive greater benefits.
Authors: Erin M. McTigue & Per Henning Uppstad
Source: McTigue, E.M. & Uppstad, P.H. (2018). Getting serious about serious games: Best practices for computer games in reading classrooms. The Reading Teacher, 72(4), 453-461.
In this article, myths about computer games are debunked and guidelines are presented from which students may derive greater benefits.
Focusing on computer games in the elementary reading classroom
Computer games for literacy learning
How teachers implement computer games
The study
The study presents myths about the use of computer games for reading.
Myth 1
Students are always highly motivated to play computer games for reading. Students will be more engaged in literacy tasks with technology than with traditional formats such as pen and paper.
Teachers’ supporting motivation for serious games in reading
Myth 2
Students are digital natives, which means they can jump right into a game with little instruction. Today’s students, born immersed into digital technology, approach technology differently than previous generations.
Teachers’ support of students’ skill in using games for literacy learning
Myth 3
Computer games are interactive by design. Because games require players to make decisions, playing games should be interactive.
Teachers’ facilitation of students’ mastery mind-set when playing computer games
Myth 4
Students readily transfer learning from games to their reading and writing. As teachers, we expect that literacy skills generalise between digital and analogue situations.
Helping learning transfer beyond the game environment
Myth 5
When students play learning games, teachers are freed up to support others. Computer games serve the dual purpose of teaching and classroom management.
Implementing computer games to support learning and relieve demands on teachers’ instructional time
Myth 6
Research-based computer games provide individualised instruction for struggling readers.
Implications
When using serious games in early reading instruction, teachers should gain confidence in their content and pedagogical knowledge, carefully investigating the potential gains from the technology. We encourage teachers to critically analyse the limitations of serious games for reading, and before implementing, decide the extent to which such games are aligned with their pedagogical and content goals.
How to acquire increased benefits from serious games
This study reviewed literature on mobile language learning in authentic environments published from 2007 to 2016. Results showed that there was an increasing trend in publications. Students’ perceptions of mobile learning technologies and language proficiency were the most common research topics.
Authors: Rustam Shadiev, Wu-Yuin Hwang, & Yueh-Min Huang
Source: Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017) Review of research on mobile language learning in authentic environments, Computer Assisted Language Learning, 30(3-4), 284-303, DOI: 10.1080/09588221.2017.1308383
This study reviewed literature on mobile language learning in authentic environments published from 2007 to 2016. Results showed that there was increasing trend in publications. Students’ perceptions of mobile learning technologies and language proficiency were the most common research topics. The most frequently used technologies were smartphones, mobile phones, and personal digital assistants. Learning activities in most studies were conducted in classrooms and specified locations off campus. Authentic learning environments in most studies were familiar to students and learning activities were designed using an instructor-centred approach.
The study
This study focuses on mobile language learning in authentic environments.
Research questions:
Methods
Research articles were searched using search terms such as mobile, language, learning, authentic, environment, and multimedia from several databases.
Findings
This article reviews hypothesised links between selective attention and processing across three domains important to early academic skills.
Authors: Courtney Stevens & Daphne Bavelier
Source: Stevens, C. & Bavelier, D. (2012). The role of selective attention on academic foundations: A cognitive neuroscience perspective. Developmental Cognitive Neuroscience 2S (2012), S30-S48.
This article reviews hypothesised links between selective attention and processing across three domains important to early academic skills. First, a brief review of the neural bases of selective attention is presented. Second, the developmental time course of selective attention is examined. Third, the processes of selective attention are related to three domains important to academic foundations: language, literacy, and mathematics. Fourth, the possibility of training selective attention is discussed. Fifth, the application of these principles to educationally-focused attention-training programmes for children are examined.
What is selective attention?
Neural bases of selective attention
How does selective attention modulate information processing?
Mechanisms by which selective attention is deployed
Neural mechanisms that actively manage competition from irrelevant stimuli
Development of selective attention
Selective attention and academic performance
Language processing
Literacy
Mathematics
How can selective attention be trained?
Implications
This review synthesised findings from 66 studies that focus on academic coping among children and youth from 2nd to 12th grade. Process studies suggest several pathways through which coping can contribute to academic success: by promoting persistence, mediating the effects of personal or interpersonal resources, and buffering students’ performance from academic risk.
Authors: Ellen A. Skinner & Emily A. Saxton
Source: Skinner, E. A. & Saxton, E. A. (2019). The development of academic coping in children and youth: A comprehensive review and critique. Developmental Review, 53,100870, https://doi.org/10.1016/j.dr.2019.100870
This review synthesised findings from 66 studies that focus on academic coping among children and youth from 2nd to 12th grade. Results indicated that multiple approaches to academic coping predict educational performance and functioning, especially motivationally-relevant outcomes. Process studies suggest several pathways through which coping can contribute to academic success: by promoting persistence, mediating the effects of personal or interpersonal resources, and buffering students’ performance from academic risk. At every age, adaptive coping was more likely for students who experienced higher levels of personal and interpersonal assets, whereas maladaptive coping was higher among students with elevated levels of personal vulnerabilities and lower levels of interpersonal supports.
Core ways of coping in the academic domain
The study
The aim of this review was to highlight the importance of research on the development of academic coping. It included 66 investigations that examined academic coping among children and youth. Different ways of academic coping used across studies were classified into approximately 12 core categories.
Research questions:
Findings
Does coping play a role in students’ academic functioning and success?
What strategies do students use to cope with academic stressors?
What kind of personal factors contribute to adaptive and maladaptive coping?
What kinds of interpersonal and classroom factors contribute to coping?
Summary
Implications
The present study presents a review of work on the development of children’s and adolescents’ expectancy and competence beliefs of academic achievement domains across the elementary and secondary school years and how these are calibrated to their performance. Expectancy and competence beliefs for different achievement tasks decline as children move from kindergarten through to 12th grade. With age, children’s expectancy beliefs relate more strongly to their performance in achievement-related activities, which impact motivation and self-regulation for exams.
Authors: Katherine Muenks, Allan Wigfield, & Jacquelynne S. Eccles
Source: Muenks, K., Wigfield, A., & Eccles, J.S. (2018). I can do this! The development and calibration of children’s expectations for success and competence beliefs. Developmental Review, 48, 24-39. https://doi.org/10.1016/j.dr.2018.04.001
The present study presents a review of work on the development of children’s and adolescents’ expectancy and competence beliefs of academic achievement domains across the elementary and secondary school years and how these are calibrated to their performance. The work reviewed stems from prominent achievement motivation theories: expectancy-value theory, social cognitive theory, self-worth theory, and self-determination theory. Expectancy and competence beliefs for different achievement tasks decline as children move from kindergarten through to 12th grade. With age, children’s expectancy beliefs relate more strongly to their performance in achievement-related activities, which impact motivation and self-regulation for exams.
Expectancy-value theory
Social cognitive theory
Self-concept and self-worth theories
Effectance motivation and self-determination theory
Development of expectancy beliefs
How are expectancy-related beliefs related to performance?
How do parents influence their children’s beliefs?
How do teachers influence children’s beliefs?
How do peers influence children’s beliefs?
Interventions to foster students’ expectancy-related beliefs